Teleprecepting: A timely approach to clinical education during COVID-19

Johnson, Deborah; Gatewood, Elizabeth J.; Ling, Amanda; Kuo, Angel Chen

doi:10.1097/jxx.0000000000000567

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…Preceptors reported increased reliance on technology during remote rotations and the necessity of confirming that students had access to reliable internet and devices to facilitate communication and exchange of confidential information. Likewise, this was a central finding that resonated with several studies in remote learning (Fuller et al, 2020;Johnson et al, 2022;Louiselle et al, 2020;Northern Ontario School of Medicine, 2020). As noted by Law and authors, the pandemic has necessitated the incorporation of creative strategies and teaching tools, such as mock clinical activity sheets and guidance documents, to pivot to remote precepting (Law et al, 2021).…”

Section: Resultssupporting

confidence: 57%

“…Second, these findings were derived from NDPC remote rotations. Remotely precepted DPC rotations would likely pose additional challenges that the authors did not explore but have been recently well documented in the literature both within pharmacy (Montepara et al, 2021, Moreau et al, 2021Kang-Birken et al, 2022), medicine (Hayes et al, 2020, Ho et al, 2021 and nursing (Johnson et al, 2022). Lastly, the authors did not follow up with preceptors longitudinally, which may have enriched these findings and built a deeper understanding of their experiences.…”

Section: Lam Et Almentioning

confidence: 97%

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Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Lam,

Sivakumaran,

Bjelajac Mejia

et al. 2024

Pharm Educ

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Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations. Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes. Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation. Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.

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Section: Resultssupporting

confidence: 57%

Section: Lam Et Almentioning

confidence: 97%

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Lam,

Sivakumaran,

Bjelajac Mejia

et al. 2024

Pharm Educ

View full text Add to dashboard Cite

show abstract

“…In addition, AP nurse alumni around the country continue to be contacted about telemedicine clinical opportunities for students. Faculty worked to establish contracts for students to participate with these colleagues in telemedicine appointments outside our university system (Johnson et al, 2022 ). Students require organization‐specific training and instruction on the use of telemedicine platforms, associated technologies and new ways of approaching patients, and this has been added into the programme.…”

Section: Discussionmentioning

confidence: 99%

Approach to advanced practice nursing student clinical during COVID‐19

et al. 2022

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“…These are standard aspects of student encounters with patients, but they needed some advance preparation with preceptors before students were prepared to connect with patients. Following the initial shift to "teleprecepting" medical students, clinic preceptors could follow similar principles as in-person precepting [6].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an experiential clinical learning option during pandemic teaching suspensions

et al. 2022

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Background As students’ direct patient contact was suspended because of COVID-19-related restrictions, we revised our clinical addiction medicine curriculum for students to learn about the different multidisciplinary clinical models delivered at our hospital and in community settings. Our aim was to provide an overview of clinical modalities and familiarize learners with clinician and patient experiential perspectives. Methods We implemented a multi-pronged approach, offering an overview of clinical care programs through remote panels involving care providers at the clinics where students had previously been scheduled for in-person rotations. This included inpatient and office-based addiction services, addiction treatment program for adolescents and young adults, integrated addiction care and HIV primary care clinic, and opioid use urgent care clinic. Beyond having them join outpatient telehealth clinic visits, students also participated in an online panel involving patients in recovery to gain familiarity with their care perspectives; and joined a panel with recovery coaches to get further insights into patient challenges in clinical settings. Students further participated in remote opioid treatment trainings and observed clinical rounds of inpatient addiction consults and adolescent clinic team meetings. Results With this revised curriculum, students learned about the variety of clinical modalities at the height of our hospital’s COVID-19 pandemic burden. The evaluation suggested that students appreciated the authenticity of accounts from patients and providers about their challenges and satisfaction related to clinical care. While in a remote learning setting, students overall wished for more personal interaction with patients and providers. They also noted a lack of group cohesion and connection that they felt would otherwise have been met in an in-person program. Conclusions Remote learning allowed our program to connect trainees to the multidisciplinary field of addiction medicine despite the COVID-19 pandemic. In future program iterations, we will consider hybrid formats of in-person learning experiences with direct patient and faculty contact where possible, combined with online provider and patient panels possibly, in addition to virtual breakout formats to facilitate more personal student-patient and student-faculty interactions.

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Teleprecepting: A timely approach to clinical education during COVID-19

Abstract: Supplemental Digital Content is Available in the Text.

Cited by 8 publications

References 14 publications

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

Approach to advanced practice nursing student clinical during COVID‐19

Evaluation of an experiential clinical learning option during pandemic teaching suspensions

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